In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
For this observation I will focus on a few days of experience at NHS. There are usually few disruptions in any of Mrs. Couchon's classes. One of the factors contributing to this is the fact that the classes are very small allowing for an easier time with classroom management as whole. For example, in one of the Accelerated Biology classes there are only 16 students. The only disruptions I have ever witnessed are students calling out answers without raising their hands. While this it somewhat of a disruption it is not usually a problem because the disruption promotes discussion among students about the topic at hand. So essentially, these minor disruptions set the class in motion in a positive way. The students never become unruly and at the end of the day Mrs. Couchon has them under complete control. However, Mrs. Couchon and I were talking after class one day and together we decided it would be a good idea to maybe try the "popsicle stick method" with some of her classes. The reason for this is that while the minor disruption of students talking out does promote discussion, it is always the same outgoing students that are participating and answering questions. By writing the names of students on the popsicle stick and pulling the names at random for students to answer questions, students who are rarely heard will get a chance to speak. Everyone will also be held accountable for the work and will have to be prepared to participate at all times.
Overall the students in NHS are not trouble makers. The only challenge is managing the talking out of answers. I truly think with practice and teamwork between Mrs. Couchon and I we can make the class discussion a little more manageable. This new participation policy will most likely be part of my own classroom for all the positive reasons stated above. It blends well with my vision and goal of promoting respect among all students and it holds all students accountable.
(2/2) Nice that you see some strategies for allowing everyone a chance to participate in class. Think-pair-share also encourages on-task talk.
For this observation I will focus on a few days of experience at NHS. There are usually few disruptions in any of Mrs. Couchon's classes. One of the factors contributing to this is the fact that the classes are very small allowing for an easier time with classroom management as whole. For example, in one of the Accelerated Biology classes there are only 16 students. The only disruptions I have ever witnessed are students calling out answers without raising their hands. While this it somewhat of a disruption it is not usually a problem because the disruption promotes discussion among students about the topic at hand. So essentially, these minor disruptions set the class in motion in a positive way. The students never become unruly and at the end of the day Mrs. Couchon has them under complete control. However, Mrs. Couchon and I were talking after class one day and together we decided it would be a good idea to maybe try the "popsicle stick method" with some of her classes. The reason for this is that while the minor disruption of students talking out does promote discussion, it is always the same outgoing students that are participating and answering questions. By writing the names of students on the popsicle stick and pulling the names at random for students to answer questions, students who are rarely heard will get a chance to speak. Everyone will also be held accountable for the work and will have to be prepared to participate at all times.
Overall the students in NHS are not trouble makers. The only challenge is managing the talking out of answers. I truly think with practice and teamwork between Mrs. Couchon and I we can make the class discussion a little more manageable. This new participation policy will most likely be part of my own classroom for all the positive reasons stated above. It blends well with my vision and goal of promoting respect among all students and it holds all students accountable.
(2/2) Nice that you see some strategies for allowing everyone a chance to participate in class. Think-pair-share also encourages on-task talk.